Higginbottom and many other academics prefer the term "decolonization" over "Indigenization" as a term to refer to the undoing of colonial harmful aspects of settler culture.   However Horsethief (2017) prefers the term Indigenization over decolonization, as he feels this is a better term to describe a process of settler culture learning from Indigenous ways of knowing and doing, centering on Indigenous knowledges rather than focusing our conceptions on settlers, yet again.  As Horsethief explains in his “Thoughts on Indigenization” (2017), Indigenization is about conversations and developing relationships over time, creating spaces to actively engage Indigenous voices, learning deeply in partnership with a specific Nation or band through their language, culture, history, pedagogies and ways of knowing.

     Recently, I heard Len Pierre's helpful definitions of these terms, which he places on a continuum, noting we start at decolonization, move through Reconciliation, and eventually arrive at Indigenization, perhaps many generations from now.  For Pierre Decolonization is "disrupting, dismantling and deconstructing cultural and colonial barriers that separate, suppress and often oppress us."  While Reconciliation is "establishing and maintaining mutually respectful relationships between Indigenous and non-Indigenous peoples, and includes an awareness of the past."  Finally, Indigenization means "to bring under Indigenous control and within natural law". (Pierre, 2024)

     Barclay (2021) concurs when she writes "If there is no decolonization there is no space for Indigenization or reconciliation. Colonialism is taking up all of the space and there is no room left."(p.4) This implies that she conceives of decolonization as a kind of path towards Reconciliation and Indigenization, like Pierre.  Throughout this website, the words decolonization, Indigenization and Reconciliation are used almost interchangeably to refer to the same process of learning from Indigenous peoples to live in better relationship with each other, the land, ourselves and all things. Ultimately, the best definition I have heard of Reconciliation is that it is a "spiritual journey" (Wright, 2023). Perhaps this continuum from decolonization, through Reconciliation, towards Indigenization can also be understood as a spiritual journey we are all on, as we come to realize our inter-connection with this place and all things, under the guidance of our Indigenous relatives. 

Question: What do I do when students and families resist efforts of decolonization?

• address concerns through reflection: How do you feel about being forced to take this as a grad requirement? Did you know the new curriculum is part of meeting BCs commitments to Truth & Reconciliation and the UN Declaration on the Rights of Indigenous Peoples (UNDRIP)? Why do you think schools are now learning about Indigenous cultures, languages and ways of knowing?

• Provide information on why we are decolonizing/indigenizing such as the historical context and learning about the legacy of residential and assimilationist schools.

• Inform learners/families of the Truth and Reconciliation Calls to Action and UNDRIP.  Our ministry has put it into action.

• Work with your Indigenous Education team and administrator to address the issues.

I know that in the First People's Principals of Learning, it states that "Learning Takes Time and patience" (FNESC, 2006), however there are time constraints in colonial education, which creates tension.   How can teachers reconcile these seeming contradictions?  .

     Higginbottom discusses this contradiction in her dissertation, noting "Within a system wrought with to-do lists, it is often contrary to an agenda to take time to learn together, nurturing a spirit of learning and true collaboration." Higginbottom, 2023, p.22)   The new provincial curriculum in BC has removed the proscribed learning outcomes of the past, which allows educators greater flexibility in determining what learning outcomes they will address in their classes.  This is directly connected to decolonization efforts in BC education.  Reflect with your Indigenous Education support team about how we can slow down and take more time for deeper learning, collaborative learning, and experiential learning on the land.